WASHINGTON EDITION
ASSESSMENT
FOOD AND NUTRITION
Grade 5 Version
NOTE: This edition is the result of
collaboration among FOSS staff at
Lawrence Hall of Science, the Science
and Math Education Resource Center
(SMERC) at ESD 112, and many
dedicated teachers in Washington
State.
The Washington Edition was made
possible by the generous support of the
following organizations: Delta
Education; Educational Service District
112; Eisenhower Funding; Hewle�Packard; Intel; Lawrence Hall of Science
at the University of California, Berkeley;
Washington State School Districts; and
Washington State University, Vancouver.
ASSESSMENT CONTENTS
Investigations 1 - 4
This folio contains a variety of resources that help teachers assess
student progress in reaching Grade Level Expectations (GLEs) as
outlined in the Essential Academic Learning Requirements (EALRs)
for science. These materials have been designed for Washington State
teachers using the 2000 edition of FOSS. Look in the Assessment
Overview, available at www.smerc.org, for more on how to use these
classroom-based assessments.
Scoring guides for each of the assessments begin on page 4, using a
+//– rubric.
+
going beyond expectations

meeting expectations
–
below expectations
4
End-of-Module Assessment 45
Assessment Blueprint
56
INVESTIGATION
DUPLICATION
MASTER CHANGES:
See page 3
The summative assessment scores more complex items with a 0-4
rubric.
4
going beyond expectations
3
meeting expectations
2
close to expectations
1
0
below expectations
off task, or no response
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
1
Blank Page
2
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
INVESTIGATION DUPLICATION MASTER
CHANGES:
New student sheets
• no. 2a Science Stories—Face the Fats
• no. 6a Science Stories—Digestion
• no. 6b Metabolism
• no. 8a Response Sheet—Investigation 2
• no. 10a Chemical Reaction
• no. 10b Acid Test Conclusion
• no. 18a Nutrient Chart
• no. 18b Disease Prevention and Control
• Inquiry Project Sheets
Modified student sheets
• no. 6 Response Sheet—Investigation 1 (replacing Response Sheet—
The Fat Test)
• no. 8 Sugar Test
• no. 9 Response Sheet—Investigation 2 (continued) (replacing The
Sugar Test)
• no. 11 Response Sheet—Investigation 3 (replacing Response Sheet—
The Acid Test)
• no. 12 Vitamin-C Score Sheet
• no. 18 Response Sheet—Investigation 4 (replacing Response Sheet—
Free Lunch)
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
3
INVESTIGATION 1: THE FAT TEST
INQUIRY
INVESTIGATION SUMMARY
PART 1
SETTING UP THE FAT TEST
Students discuss fats in foods. They conduct a fat
search, using brown paper as an indicator.
• How can we tell how much fat is in a
particular food?
Time: 50–60 minutes
PART 2
READING THE FAT TEST
• What does the size of the grease spot tell us about
the amount of fat in the food?
Time: 45 minutes
4
Students look at the stains on the brown paper to
determine which foods contain fat. They lay a grid over
the grease spots to measure their size. They compare
the relative size of the grease spots to estimate the
percentage of fat in each food.
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• Brown paper can be used to indicate fat content
in foods.
• Relative amounts of fat can be determined by
controlling variables in the fat test.
New Student Sheet
Science Stories—Face the Fats
Forms of Energy. Understand that energy comes in
many forms. (GLE 1.1.4)
Life Processes and the Flow of Ma�er and Energy.
Understand that living things need constant energy and
ma�er. (GLE 1.3.8)
• Relative amounts of fat can be determined by
controlling variables in the fat test.
Modified Student Sheet
Response Sheet—Investigation 1
• Foods can contain two kinds of fats, saturated
(solid at room temperature) or unsaturated (liquid at
room temperature).
Explaining. Understand how to construct a
reasonable explanation using evidence. (GLE 2.1.3)
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2 )
New Student Sheet
Science Stories—Digestion
Human Body. Understand the organization and
function of human body structures and organs and
how these structures and organs interconnect.
(GLE 1.2.8)
Examples of questions students might generate for inquiry projects
• Do cooked hot dogs have less fat than uncooked hot dogs?
• Does temperature affect the outcome of The Fat Test?
FOOD AND NUTRITION
Grade 5 Version
5
FORMATIVE ASSESSMENT
INVESTIGATION 1: THE FAT
TEST
PART 1: SETTING UP THE FAT TEST
Read “Face the Fats” in the FOSS Science Stories and use new student
sheet no. 2a called Science Stories—Face the Fats.
New Student Sheet—Science Stories—Face the Fats, Item 1
Forms of Energy. Understand that energy comes in many
forms. (GLE 1.1.4)
Score
If the student...

states that fat stores energy.
–
is unable to answer Item 1 correctly.
No. 2a—New Student Sheet
New Student Sheet—Science Stories—Face the Fats, Items
2&3
Life Processes and the Flow of Matter and Energy.
Understand that living things need constant energy and matter.
(GLE 1.3.8)
Score
If the student...
+
states that the energy is used to power activities of the
body such as movement and digestion for Item 2, and
answers 30% of the daily calorie intake for Item 3.

states that the energy is used to power activities of the
body such as movement and digestion in Item 2.
–
is unable to answer Item 2 and 3.
GOING FURTHER
If remediation is necessary at this point, student sheet no. 2a can be
used to guide classroom discussion.
6
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
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SCIENCE
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Name ________________________________
Date ___________________________________
SCIENCE STORIES—FACE THE FATS
1. Why does your body store fat?
2. What is the energy from fat used to power?
3. What is a healthy amount of fat the human body needs daily?
Home Connection
Look for two food labels on some food packaging at home that contains foods similar
to those you tested in the classroom. What can you tell about the amount of fat in these
foods? Do you want to make any changes to your earlier predictions? Explain why.
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 1: The Fat Test
No. 2a—New Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 1: THE FAT
TEST
PART 2: READING THE FAT TEST
Use modified student sheet no. 6 called Response Sheet—Investigation 1.
RESPONSE SHEET—INVESTIGATION 1, Item a
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
+

No. 6—Modified Student Sheet
–
If the student...
writes that Sam’s conclusion is not reasonable because
the amount of potato chips and corn chips may not be
the same (equal mass) and the potato chips had been
le� in the bag for a longer time (overnight).
writes that Sam’s conclusion was not reasonable and
gives one of the reasons above.
writes that Sam’s conclusion was reasonable and gives
an explanation.
RESPONSE SHEET—INVESTIGATION 1, Items b and c
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2 )
Score
GOING FURTHER
Make sure students
understand that this is a
controlled experiment. All
variables must be controlled
except for the one you are
intentionally changing, in this
case the type of food.
8
If the student...
+
b) explains that to compare the fat in the two types of
chips (variable changed) you will need to: use equal
mass of each, crunch each on the same size of brown
paper and leave them over the same duration of time
(variables controlled), and then measure the size of the
grease spot obtained for each.
c) states that to know the percentages of fat in the
chips, you would need to compare the size of the
grease spot for each type of chip with that of the size of
the grease spot of an equal mass of food that has 100%
fat (such as cooking oil).

b) gives one of the variables changed listed above for b.
c) states that the grease spots made by both chips are
compared with grease spots le� by oil without
explaining why oil is used and what measurement is
used (no mention is made of size or area of the grease
spot).
–
cannot explain how to compare the fat in the two kinds
of chips or how to determine the percentage of fat in
the chips.
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
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SCIENCE
SYSTEM
WASHINGTON EDITION
INVESTIGATION 1: THE FAT
TEST
PART 2: READING THE FAT TEST
Read “The Digestive System” pages 6-9 in the Foss Science Stories. Use
new student sheet no. 6a called Science Stories—Digestion.
Answers:
1. Mouth—teeth grind food, saliva makes it wet, saliva starts the first
chemical changes
Esophagus—connects the throat to the stomach. It pushes the food
from the mouth to the stomach, and it has a valve that keeps food
from easily coming back up.
Stomach—food is mixed together with stomach acids and enzymes
that break down the food. Food stays in the stomach from five
minutes to several hours. The food is then squeezed into the small
intestine.
No. 6a—New Student Sheet
Small intestine—more digestive juices and enzymes are added here.
Nutrients are absorbed by the villi and pass to the bloodstream.
Food stays in the small intestine about five hours.
Large intestine—water and le�over materials are removed from the
food waste. The waste gets more solid and is expelled through the
rectum.
2. The small intestine is longer and narrower. Digestion is completed
in the small intestine. The large intestine removes water and
le�over minerals, no digestion takes place. Waste is expelled from
the body.
Student Sheet—Science Stories—Digestion
Human Body. Understand the organization and function of
human body structures and organs and how these structures
and organs interconnect. (GLE 1.2.8)
Score
If the student...
+
can accurately describe the functions of the organs in
the digestive system.

can describe most of the functions of the digestive
system.
–
needs help to understand digestion.
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
9
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 1
Neha and Sam pack their lunches each day in the same brand of brown paper bags. Neha
packs her lunch the night before and includes potato chips. Sam packs his lunch in the
morning with corn chips.
One day they noticed they each had grease spots on their bags from the chips. The spot on
Neha’s bag was about twice the size of Sam’s spot.
Sam said, “I think this shows that potato chips have more fat in them than corn chips.”
a. Do you think Sam’s conclusion was a reasonable one? Why or why not?
b. What would you do to compare the amount of fat in these two kinds of chips? Be sure
to explain which variable(s) should be controlled, and how you will measure the results.
c. If you wanted to know the percentages of fat in the potato and corn chips (and didn’t
have the packages to read the percentages), what would you do?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
FULL OPTION SCIENCE
SYSTEM
Investigation 1: The Fat Test
No. 6—Modified Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
SCIENCE STORIES—DIGESTION
1. Fill in the chart below. Explain the function of each organ in the digestive system.
Mouth
Esophagus
Stomach
Small intestine
Large intestine
2. What are the main differences between the large and small intestines?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 1: The Fat Test
No. 6a—New Student Sheet
WA Edition
INVESTIGATION 2: THE SUGAR TEST
INQUIRY
INVESTIGATION SUMMARY
PART 1
YEAST AS AN INDICATOR
• How can we test foods to determine how much
sugar they contain?
Students are introduced to dry yeast as an
indicator for sugar in food. The gas produced when
yeast metabolizes is used to indicate sugar. Students
measure the volume of carbon dioxide produced.
Time: 40–60 minutes
PART 2
TESTING CEREALS
• Which breakfast cereals contain the most sugar?
Students test cereals for sugar. They compile their
results to rank breakfast cereals by sugar content.
Time: 40–60 minutes
PART 3
TESTING OTHER FOODS
• Which foods contain sugar and how can we
determine the relative amount?
Students use the sugar test to test a wide variety of foods
for sugar.
Time: 40–60 minutes
12
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
New Student Sheet
• Sugar is a simple carbohydrate, which is a
nutrient found in foods.
Metabolism
• Yeast can be used to indicate sugar in foods.
Life Processes and the Flow of Ma�er and Energy.
Understand that living things need constant energy and
ma�er. (GLE 1.3.8)
• Yeast needs sugar to become active.
• A product of yeast metabolism is carbon
dioxide, the same gas produced by most
organisms.
• Some foods contain more sugar than others do.
Modified Student Sheet
• The more carbon dioxide produced by yeast in
a food sample, the more sugar in the sample.
Response Sheet—Investigation 2
Life Processes and the Flow of Ma�er and Energy.
Understand that living things need constant energy and
ma�er. (GLE 1.3.8)
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
• Apply content introduced in previous parts.
Teacher Observation and Student Sheet
Sugar Test
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Examples of questions students might generate for inquiry projects
• Do different kinds of baked goods contain different amounts of sugar?
• Do meats contain sugar?
2 FOOD AND NUTRITION
Grade 5 Version
13
FORMATIVE ASSESSMENT
INVESTIGATION 2: THE SUGAR
TEST
PART 1: YEAST AS AN INDICATOR
Use new student sheet no. 6b called Metabolism along with students’
notes recorded in their science notebooks of their investigation to help
them reflect and recall what actually happened.
No. 6b—New Student Sheet
Answers:
1. Sugar. The experiment showed that a�er 10 minutes
the bag that contained sugar showed substantial amount
of gas produced while the one that contained flour had no
or li�le gas.
2. Carbon dioxide.
3. Our body cells, just like yeast cells, metabolize glucose to
release energy and produce carbon dioxide as a waste
product.
Student Sheet—Metabolism
Life Processes and the Flow of Matter and Energy.
Understand that living things need constant energy and matter.
(GLE 1.3.8)
Score
14
If the student...
+
understands that sugar is metabolized to release
energy and carbon dioxide is produced as a waste
product; and states that our body cells, like yeast, carry
out the metabolism of glucose to give the body energy
for life processes.

understands that sugar is metabolized but unable to
give evidence from the experiment; states that our
body is like yeast, because it breaks down food to yield
energy and carbon dioxide.
–
does not know that sugar is the substance that is
metabolized and is unable to explain how the body
cells metabolize food to extract energy.
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
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SCIENCE
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Name ________________________________
Date ___________________________________
METABOLISM
Metabolism is the process of breaking down food to yield energy to keep an
organism alive and functioning.
1. Which ingredient, the flour or sugar, started the yeast metabolizing? What evidence
tells you that?
2. What is the gas produced as a by-product of metabolism?
3. Yeasts are small organisms that are neither plant nor animal but a kind of fungus. How
is the yeast like your body?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 2: The Sugar Ttestt
No. 6b—New Student Sheet
WA Edition
NOTE: Informal notes are used
to assess students in Part 1 of this
investigation.
INVESTIGATION 2: THE
SUGAR TEST
PART 2: TESTING CEREALS
Use modified version of student sheet no. 8 called Sugar Test. There
is an assessement rubric for this sheet to be used with teacher
observation in Part 3. Use new student sheet no. 8a called Response
Sheet—Investigation 2 and modified student sheet no. 9 called
Investigation 2 (continued).
Answers:
BAG
FOOD
WATER BATH TEMP
TIME
C or E
none
room temperature
20 min
A
1 spoon cookie
room temperature
20 min
C or E
none
40 °C
20 min
D
1 spoon cookie
40 °C
20 min
B
1 spoon sugar
40 °C
20 min
Response Sheet—Investigation 2
Life Processes and the Flow of Matter and Energy.
Understand that living things need constant energy and matter.
(GLE 1.3.8)
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
+
labels all the bags correctly by relating the amount of
gas in the bag (as indicated by the volume tube) to the
extent of metabolism by yeast. Also is able to
mention the conditions necessary for metabolism to
take place in answering “how do you know” - presence
of food (cookie or sugar) and optimum temperature
(40°C); and to distinguish that cookie bag does not
have as much gas as sugar bag because cookie contains, besides sugar, other ingredients, which are not
metabolized by yeast.

labels all the bags correctly but were not able to give
clear explanation of the connection between amount of
gas (extent of metabolism) to presence/absence of food
and type of food (cookie or sugar) and the optimum
temperature (40°C).
No. 8—Modified Student Shee
No. 8a—New Student Sheet
No. 9—Modified Student Sheet
GOING FURTHER
At this point, students should
know that indicators test for only
one nutrient, and they should
recognize when variables are
controlled. Students will gain
further experience in
Investigation 4.
16
the student...
–
does not label all the bags correctly.
Grade 5 Version
FULL OPTION
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SYSTEM
FULL
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SYSTEM
Name ________________________________
Date ___________________________________
SUGAR TEST
Prediction: ______________________________________________________________________
Variables we controlled (kept the same):
Amount of food: ______________ g
Amount of yeast: _______________
Amount of water: ______________
Data:
Foods tested vs Amount of CO2 produced
Amount of CO2 produced
Food tested
Trial 1
Trial 1
Trial 3
Write a conclusion for your investigation. In your conclusion, be sure to:
• Include supporting data from the “Foods tested vs Amount of CO2 produced” table.
• Explain how this data supports your conclusion.
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 2: The Sugar Test
No. 8–Modified Student Sheet
WA Edition
Date ___________________________________
Name ________________________________
RESPONSE SHEET - INVESTIGATION 2
Li and Emma wanted to investigate metabolism of food by yeast under different
conditions.
• They had 5 zip bags with the same amount of yeast and water in each bag.
• They changed the amount of food, type of food, and the water bath temperature.
• Two bags are put in a water bath kept at room temperature while the other 3 bags are
in a water bath where the temperature is 40 C.
• A�er 20 minutes, all 5 bags are removed from the water baths.
• Each bag is put in a volume tube to measure the volume of gas in the bag.
A
B
C
0
0
D
E
0
0
0
• The data is recorded in the table below:
Data:
BAG
FOOD
WATER BATH TEMP
TIME
none
room temperature
20 min
1 spoon cookie
room temperature
20 min
none
40 °C
20 min
1 spoon cookie
40 °C
20 min
1 spoon sugar
40 °C
20 min
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
FULL OPTION SCIENCE
SYSTEM
Investigation 2: The Sugar Test
No. 8a—New Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
RESPONSE SHEET - INVESTIGATION 2 (continued)
Unfortunately, Li and Emma forgot to fill the “Bag” column in their data table. Can you
help them figure out which bag goes with which setup condition?
a. Which two bags had no food?
and
How do you know?
b. Which bag contained sugar and was in the 40°C water bath?
c. Which bag had cookies and was in the 40°C water bath?
How do you know?
How do you know?
d. Fill in the “Bag” column in the data table with appropriate le�ers A to E.
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 2: The Sugar Test
No. 9—Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 2: THE SUGAR
TEST
PART 3: TESTING OTHER FOODS
Use teacher observations while completing modified student sheet no.
8 called Sugar Test.
Teacher Observation
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2)
Score
+

–
If the student...
conducts the sugar test independently and accurately,
controlling all necessary variables. Also, replaces
cereal with food items tested.
needs some help to set up or complete the test and to
control variables. Also, replaces cereal with food items
tested.
is unable to set up the sugar test without significant
help; does not understand the need to control
variables; and/or does not change headings to note
changes to food items tested.
No. 8—Modified Student Sheet
Student Sheet—Sugar Test
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
+

–
If the student...
writes a conclusion that includes data and explains
how the data supports the conclusion.
writes a conclusion that includes data but does not
explain how the data supports the conclusion.
does not write a conclusion, does not include data,
includes incomplete data, or gives a vague explanation.
GOING FURTHER
If students do not understand the importance of controlling variables
or how to organize and interpret data, you might check the FOSS
Variables Module and review some of those investigations to help
students understand the importance of se�ing a standard and
changing only one variable at a time.
20
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
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SCIENCE
SYSTEM
Name ________________________________
Date ___________________________________
SUGAR TEST
Prediction: ______________________________________________________________________
Variables we controlled (kept the same):
Amount of food: ______________ g
Amount of yeast: _______________
Amount of water: ______________
Data:
Foods tested vs Amount of CO2 produced
Amount of CO2 produced
Food tested
Trial 1
Trial 1
Trial 3
Write a conclusion for your investigation. In your conclusion, be sure to:
• Include supporting data from the “Foods tested vs Amount of CO2 produced” table.
• Explain how this data supports your conclusion.
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 2: The Sugar Test
No. 8–Modified Student Sheet
WA Edition
INVESTIGATION 3: THE ACID TEST
INQUIRY
INVESTIGATION SUMMARY
PART 1
BAKING SODA AS AN INDICATOR
• How can baking soda be used as an indicator of
acid?
Time: 40–50 minutes
Students establish that baking soda is an indicator of
acid. Using a closed system, they measure the volume
of gas produced by the acid/baking soda reaction, and
relate the volume to the concentration of acid in the
sample.
PART 2
ACID IN FRUIT
• Which citrus fruit contains the most acid?
Time: 40–50 minutes
Students use the acid test to determine the relative
amounts of acid in a variety of fruits. They equate
the acid concentration to the taste of those fruits.
PART 3
VITAMIN-C SEARCH
• Which fruit drinks have the highest
concentration of vitamin C?
Students learn how to use indophenol to test liquids
for vitamin-C concentration (ascorbic acid). They test
a number of drinks to see how much vitamin C they
contain.
Time: 40–50 minutes
22
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
ASSESSMENT OPPORTUNITIES
• Baking soda and acid react chemically to form
new products, one of which is carbon dioxide.
• Baking soda can be used to indicate acid.
• If baking soda is present in excess, the volume of
carbon dioxide produced when soda reacts with an
acid is proportional to the concentration of the acid.
• Baking soda can be used to measure the
relative concentration of acid in citrus fruits.
New Student Sheet
Chemical Reaction
Conservation of Ma�er and Energy. Understand that a
substance remains the same substance when changing
state. Understand that two or more substances can react
to become new substances. (GLE 1.3.3)
Teacher Observation and New Student Sheet
Acid Test and Acid Test Conclusion
• The sour taste of foods is caused by acid.
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Modified Student Sheet
Response Sheet—Investigation 3
Evaluating Methods of Investigation. Understand
how to make the results of scientific investigations
reliable. (GLE 2.2.4)
Modified Student Sheet
• Indophenol can be used to indicate vitamin C
(ascorbic acid).
Vitamin⁻C Score Sheet
• Vitamins are nutrients that help the body
function properly.
Planning and Conducting Safe Investigations.
Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2 )
Examples of questions students might generate for inquiry projects
• Does starfruit have as much acid as orange juice?
• Is there acid in meat?
FOOD AND NUTRITION
Grade 5 Version
23
FORMATIVE ASSESSMENT
INVESTIGATION 3: THE ACID
TEST
PART 1: BAKING SODA AS AN INDICATOR
Use new student sheet no. 10a called Chemical Reaction or use as a
journal prompt.
Student Sheet—Chemical Reaction
Conservation of Matter and Energy. Understand that a
substance remains the same substance when changing state.
Understand that two or more substances can react to become
new substances. (GLE 1.3.3)
Score If the student...

states that when (1) baking soda is mixed with an
acid (e.g., vinegar) a chemical reaction takes place, (2)
states fizzing as evidence of chemical reaction, and (3)
mentions a gas/carbon dioxide as the new substance
produced.
–
is able to identify baking soda and acid as the two
substances but unable to give evidence of a chemical
reaction and/or identify the new substances.
No. 10a —New Student Sheet
24
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
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SCIENCE
SYSTEM
Name ________________________________
Date ___________________________________
CHEMICAL REACTION
1. Which two substances did you mix to form a chemical reaction?
2. What evidence do you have that a chemical reaction took place?
3. What new substance was produced by this chemical reaction?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 3: The Acid Test
No. 10a–New Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 3: THE ACID
TEST
PART 2: ACID IN FRUIT
Use teacher observation as students conduct their investigation. A�er
collecting and recording the class data using the acid test, have the
students complete the new student sheet no. 10b called Acid Test
Conclusion or use questions as journal prompts.
Teacher Observation
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2)
Score
Name ________________________________
+
accurately controls all necessary variables (e.g.,
amount of baking soda, amount of fruit juice); rinses
the containers between tests to cut down on the
sources of errors; swirls the container a�er each drop
of fruit juice to get accurate end point; records
observations/measurements immediately in the data
table.

accurately controls all the necessary variables and
a�empts to rinse the container between tests, swirls
the container, and records data but is not consistent in
any of these steps.
–
is not able to follow the procedure independently or
does not know the reason for the steps mentioned
above.
Date ___________________________________
ACID TEST CONCLUSION
Which juice had the most acid? What data supports your answer?
What is the relationship between the amount of acid and the taste of the juice?
Based on taste, what other foods might contain acid in them?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
No. 10b—Student Sheet
If the student...
Investigation 3: The Acid Test
No. 10b–New Student Sheet
WA Edition
Student Sheet—Acid Test Conclusion
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
Score
26
If the student...
+
correctly identifies juice with most acid, cites lowest
and highest supporting data, uses the data to explain
the relationship (more acid is sour), and makes
reasonable predictions of other foods containing acid.

correctly identifies juice with most acid, cites data,
uses the data to explain the relationship (more acid is
sour), and makes reasonable predictions of other foods
containing acid.
–
answers any of the three questions incorrectly.
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
Use modified student sheet no. 11 called Response Sheet—
Investigation 3.
Response Sheet—Investigation 3
Evaluating Methods of Investigation. Understand how to
make the results of scientific investigations reliable. (GLE 2.2.4)
Score
If the student...
+
evaluates design, identifies and describes a) the
variable that was controlled (equal amounts of baking
soda in each bo�le) and b) the variable that needed to
be controlled (equal amounts of fruit juice).

evaluates design and either identifies the variable that
was controlled or the variable that needed to be
controlled.
–
is unable to identify either the variable that was
controlled or the variable that needed to be controlled.
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
No. 11—Modified Student Sheet
27
Name ________________________________
Date ___________________________________
ACID TEST CONCLUSION
Which juice had the most acid? What data supports your answer?
What is the relationship between the amount of acid and the taste of the juice?
Based on taste, what other foods might contain acid in them?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 3: The Acid Test
No. 10b–New Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 3
Sera’s group tested three different fruit juices (A, B, and C) for acid content. They put 5 ml
of baking soda into each container. They used 5 ml of vinegar (V) in the first bo�le system
for comparison. The picture below shows how they set up their fruit juice experiment; that
is, what it looked like before any reaction.
fruit juice B→
fruit juice C→
fruit juice A→
vinegar→
V
A
B
C
baking soda→
a. Describe what they did in the experimental procedure that insured more reliable
results.
b. What part of the experimental procedure do they need to improve? How would you
change it to make it be�er?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 3: The Acid Test
No. 11–Modified Student Sheet
WA Edition
FORMATIVE ASSESSMENT
INVESTIGATION 3: THE ACID
TEST
PART 3: VITAMIN-C SEARCH
Use teacher observation along with modifed student sheet no. 12
called Vitamin⁻C Score Sheet.
Teacher Observation and Modified Student Sheet—
Vitamin-C Score Sheet
Planning and Conducting Safe Investigations. Understand
how to plan and conduct simple investigations following all
safety rules. (GLE 2.1.2)
Score
No. 12—Modified Student Sheet
30
If the student...
+
accurately controls all necessary variables (e.g.,
amount of baking soda, amount of fruit juice); rinses
the containers between tests to cut down on the sources of errors; swirls the container a�er each drop of fruit
juice to get accurate end point; records observations/
measurements immediately in the data table.

accurately controls all the necessary variables and
a�empts to rinse the container between tests, swirls
the container, and records data but is not consistent in
any of these steps.
–
is not able to follow the procedure independently or
does not know the reason for the steps mentioned
above.
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
Name ________________________________
Date ___________________________________
VITAMIN-C SCORE SHEET
Source of vitamin C
Drops needed to turn
10 ml of indophenol clear
Ranking*
* ranking: 1 = most vitamin C; 2 = next most vitamin C, etc.
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 3: The Acid Test
No. 12–Modified Student Sheet
WA Edition
INVESTIGATION 4: FREE LUNCH
INQUIRY
INVESTIGATION SUMMARY
PART 1
FREE LUNCH
• What are the components of a nutritional lunch?
Time: two 45-minute sessions
Students learn that foods o�en combine different kinds
of nutrients. They guess the identity of lunch items
from lists of ingredients. They assemble hypothetical
lunches, analyze them, and assess the nutritional value
and total number of calories.
PART 2
CHOOSING YOUR OWN INVESTIGATION
• Students ask their own questions and plan
investigations or research to answer them.
Students select a topic from their study of food and
nutrition to investigate in greater depth. They share
the results of their project with the class in a formal
presentation.
Time: 4–6 sessions
32
Grade 5 Version
FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCE
CONCEPTS AND PRINCIPLES
• Calories are a measure of the amount of
energy in foods.
• Labels on food packages provide nutritional
information on carbohydrates, proteins, fats,
vitamins, and calories.
• Fats have more than twice as many calories as
carbohydrates or proteins.
ASSESSMENT OPPORTUNITIES
Modified Student Sheet and New Student Sheet
Response Sheet—Investigation 4
Nutrient Chart
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
New Student Sheet
Science Stories—Disease Prevention and Control
Human Body. Understand the organization and
function of human body structures and organs and
how these structures and organs interconnect.
(GLE 1.2.8)
• Apply content introduced in previous parts.
Performance Assessment
Inquiry or Design Project
Investigating Systems: GLEs 2.1.1–2.1.5
or Designing Solutions: GLEs 3.1.1–3.1.3
Examples of questions students might generate for inquiry projects
• Does the average lunch from home contain more sugar than a school lunch?
• Does the average lunch from home contain more calories than a school lunch?
FOOD AND NUTRITION
Grade 5 Version
33
FORMATIVE ASSESSMENT
INVESTIGATION 4: FREE LUNCH
PART 1: FREE LUNCH
Use modified student sheet no. 18 called Response Sheet—Investigation
4 and new student sheet no. 18a called Nutrient Chart as an optional in
place of student sheets nos. 16 and 17.
Response Sheet—Investigation 4
Explaining. Understand how to construct a reasonable
explanation using evidence. (GLE 2.1.3)
No. 18—Modified Student Sheet
Score
If the student...
+
forms a reasonable conclusion and cites data (from
science stories or experiment) and explains how data
supports conclusion.

forms a reasonable conclusion and refers to data or
information learned.
–
does not form a reasonable conclusion and/or does not
refer to data in support of conclusion.
GOING FURTHER
It is important for students to know that fat is not a bad thing. All our
bodies need some fat. The problem in many diets is that there is too
much fat compared to the other foods.
No. 18a—New Student Sheet
Lunch item
Grams of
protein
Grams of
carbohydrate
Grams of
fat
hot dog and bun
8
20
16
potato chips
4
30
20
cola
0
36
0
Total grams of each nutrient
12
86
36
Calories per gram
4
4
9
Total calories for each nutrient
48
344
324
716 calories
Total calories for lunch:
34
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
Review pages 16–19, 21, 24–25. 34–36 in Science Stories a�er
completing Part 1. Use new student sheet no. 18b called Science
Stories—Disease Prevention and Control.
Student Sheet—Disease Prevention and Control
Human Body. Understand the organization and function of
human body structures and organs and how these structures
and organs interconnect. (GLE 1.2.8)
Score
If the student...
+
matches all correctly (diabetes-insulin, ricketsvitamin D, scurvy-vitamin C); lists each of the
following actions and explains their importance:
exercise, watch types of foods, eat regularly, monitor
blood sugar, and take insulin if necessary.

(1) matches all correctly; (2) is able to list each of the
actions described above, but doesn’t explain why each
is important.
–
(1) does not match the diseases to the correct chemical
or nutrient; (2) is unable to tell what needs to happen if
you developed diabetes.
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
No. 18b—New Student Sheet
35
Name ________________________________
Date ___________________________________
RESPONSE SHEET—INVESTIGATION 4
Molly usually eats a hot dog in a bun, potato chips, and a cola for lunch.
a. Calculate the number of calories in Molly’s lunch.
Lunch item
Grams of
protein (4 cal/g)
Grams of
carbohydrate (4 cal/g)
Grams of
fat (9 cal/g)
hot dog and bun
8
20
16
potato chips
4
30
20
cola
0
36
0
12
86
36
Total grams of each nutrient
Calories per gram
Total calories for each nutrient
Total calories for lunch:
Use the nutrient chart (separate sheet) to answer the following questions.
b. If Molly wants to reduce the number of calories from carbohydrates in her lunch
without reducing the amount from protein, she could eat ________________ in place
of the ________________ she now eats.
c. If Molly wants to reduce the number of calories from fats in her lunch without
reducing the amount from protein, she could eat ________________ in place of the
________________ she now eats.
d. Choose three or four foods from the nutrient chart to make a different lunch for Molly
that you think provides a good balance of nutrients and complete the chart below.
Lunch item
Grams of
protein (4 cal/g)
Grams of
carbohydrate (4 cal/g)
Grams of
fat (9 cal/g)
Total grams of each nutrient
Calories per gram
Total calories for each nutrient
Total calories for lunch:
e. On another sheet of paper, explain why you think this lunch provides a good balance.
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
FULL OPTION SCIENCE
SYSTEM
Investigation
4: Free Lunch
No. 18–Modified Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
NUTRIENT CHART
Grams of
protein (4 cal/g)
Grams of carbohydrate
(4 cal/g)
Grams of
fat (9 cal/g)
apple
1
27
1
carrot
1
18
0
cola
0
36
0
cookies
2
36
12
crackers
2
16
6
low-fat yogurt with fruit
13
17
4
gelatin
1
10
0
hamburger and bun
13
33
9
hot dog and bun
8
20
16
low-fat milk
8
13
5
potato chips
4
30
20
roasted chicken
33
0
5
water
0
0
0
Lunch item
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 4: Free Lunch
No. 18a–New Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
SCIENCE STORIES—DISEASE PREVENTION AND
CONTROL
1. Draw lines to match the chemical or nutrient to the related disease.
Diabetes
Vitamin D
Rickets
Vitamin C
Scurvy
Insulin
2. If you developed diabetes, what actions would you have to take to stay healthy? Why is
each action important?
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated for workshop or classroom use.
Investigation 4: Free Lunch
No.18b—New Student Sheet
WA Edition
WASHINGTON EDITION
Blank Page
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
39
FORMATIVE ASSESSMENT
INVESTIGATION 4: FREE LUNCH
Name ________________________________ Date ___________________________________
INQUIRY PROJECT
PART 2: CHOOSING YOUR OWN
INVESTIGATION
Plan an investigation to answer a question.
Your plan should include all these parts.
• A question that can be investigated
• A prediction of the outcome of the investigation
• Materials needed to do the investigation
• A procedure that includes
� logical steps to do the investigation
� variables kept the same (controlled)
� one variable changed (manipulated)
� any variables being measured and recorded
� how o�en measurements are taken and recorded
INQUIRY OR DESIGN PROJECT
Question
The inquiry or design project replaces “Choosing Your Own
Investigation.” It can be completed at any point in the module with
any lesson that lends itself to students’ independently carrying out
an investigation, starting from their own question, to drawing a
conclusion. See examples of inquiry questions at the bo�om of each
At a Glance page.
Prediction
Name ________________________________ Date ___________________________________
INQUIRY PROJECT (continued)
Materials
You may use the space below for a labeled diagram to support your procedure.
Procedure
Use materials available from the FOSS kit and add materials as needed
or possible. Use the inquiry project sheets, which are also in the
Assessment Overview with more detailed information.
Inquiry Project Sheet (1 of 4)
New Student Sheet
WA Edition
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name ________________________________ Date ___________________________________
WRITING A CONCLUSION
Data Collected
NOTE: Students should complete an entire inquiry project at least
once in each module to build understanding of the inquiry and design
process by the fi�h and sixth grades.
A�er completing your investigation, write a conclusion that explains whether your
prediction was correct. Your conclusion should include these parts.
Supporting data from your data table
•
Inquiry Project Sheet (2 of 4)
how this data supports your conclusion
FOSS Module
An explanation of
•
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
STUDENT INQUIRY PROJECT SCORING RUBRIC
New Student Sheet
WA Edition
Supporting
Data Understand how to ask a question about objects, organisms, and events in the
Questioning.
environment. (GLE 2.1.1)
Value
Point
Investigation A�ribute
If the student . . .
Question
Asks a question that can be investigated.
1
Explanation
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
Value
Point
Investigation A�ributes
If the student . . .
Prediction
Relates the prediction to the investigative question and includes
both the changed variable and the measured variable.
Materials
Lists the materials for the procedure.
Logical steps
Writes the steps of the investigation in a logical order. Includes
enough detail so that someone could repeat the procedure.
Variables kept the same
(controlled)
Identifies at least one variable that stays the same.
1
1
Use the Student Project Scoring Rubric to grade projects. Score one
point for each a�ribute in the list. By the end of fi�h grade, students
should be able to score between 10 and 13 points for planning an
investigation to meet standards on the WASL
1
One changed variable (ma- Identify the correct variable that changes.
nipulated)
One measured variable
Identifies the variable to be measured
FOSS Module
© The Regents of the University of California
Can be duplicated
for classroom
Repeated
trials or workshop use.Plan for more than one trial.
1
INQUIRY OR DESIGN PROJECT SCORING GUIDES
1
and the units
to Project
be used.
Inquiry
Sheet (3 of 4)
New Student Sheet
WA Edition
1
1
Record measurements
States how you will record data.
1
Conducts investigation
Follows the procedure as planned unless problems arise, then
adjusts the procedure.
1
Data collection
Collects and records data.
1
Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)
Investigation A�ributes
If the student . . .
Reports lowest supporting data.
1
Cites data
Reports highest supporting data.
1
Explanation
Uses data to form a reasonable explanation.
Grades 3 through 6 FOSS Modules
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
40
Value
Point
Cites data
1
Inquiry Project Sheet (4 of 4)
New Student Sheet
WA Edition
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
Name ________________________________ Date ___________________________________
INQUIRY PROJECT
Plan an investigation to answer a question.
Your plan should include all these parts.
• A question that can be investigated
• A prediction of the outcome of the investigation
• Materials needed to do the investigation
• A procedure that includes
 logical steps to do the investigation
 variables kept the same (controlled)
 one variable changed (manipulated)
 any variables being measured and recorded
 how o�en measurements are taken and recorded
Question
Prediction
Materials
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project Sheet (1 of 4)
New Student Sheet
WA Edition
Name ________________________________
Date ___________________________________
INQUIRY PROJECT (continued)
You may use the space below for a labeled diagram to support your procedure.
Procedure
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project
Sheet (2 of 4)
FULL OPTION SCIENCE
SYSTEM
New Student Sheet
WA Edition
Name ________________________________ Date ___________________________________
WRITING A CONCLUSION
Data Collected
A�er completing your investigation, write a conclusion that explains whether your
prediction was correct. Your conclusion should include these parts.
•
Supporting data from your data table
•
An explanation of how this data supports your conclusion
Supporting Data
Explanation
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Inquiry Project Sheet (3 of 4)
New Student Sheett
WA Edition
STUDENT INQUIRY PROJECT SCORING RUBRIC
Questioning. Understand how to ask a question about objects, organisms, and events in the
environment. (GLE 2.1.1)
Value
Point
Investigation A�ribute
If the student . . .
Question
Asks a question that can be investigated.
1
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple
investigations following all safety rules. (GLE 2.1.2)
Value
Point
Investigation A�ributes
If the student . . .
Prediction
Relates the prediction to the investigative question and includes
both the changed variable and the measured variable.
Materials
Lists the materials for the procedure.
Logical steps
Writes the steps of the investigation in a logical order. Includes
enough detail so that someone could repeat the procedure.
Variables kept the same
(controlled)
Identifies at least one variable that stays the same.
1
1
1
1
One changed variable (ma- Identify the correct variable that changes.
nipulated)
1
One measured variable
Identifies the variable to be measured and the units to be used.
1
Repeated trials
Plan for more than one trial.
1
Record measurements
States how you will record data.
1
Conducts investigation
Follows the procedure as planned unless problems arise, then
adjusts the procedure.
1
Data collection
Collects and records data.
1
Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)
Value
Point
Investigation A�ributes
If the student . . .
Cites data
Reports lowest supporting data.
1
Cites data
Reports highest supporting data.
1
Explanation
Uses data to form a reasonable explanation.
1
FOSS Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
FULL OPTION SCIENCE SYSTEM
Inquiry Project Sheet (4 of 4)
New Student Sheet
WA Edition
WASHINGTON EDITION
END-OF-MODULE ASSESSMENT
This assessment is used as an evaluative tool a�er all the
investigations have been completed. It checks student content
knowledge, skills in conducting investigations, and explanation
building. Items are in three formats: performance tasks, multiplechoice/short-answer items (which give students practice for
standardized tests), and narrative items that require students to write
short explanations.
MATERIALS FOR EACH TESTING-LIQUIDS STATION
1
Syringe, modified
1
Reaction bo�le, 120-ml
1
Rubber stopper, 1-hole
2
Plastic cups
•
Baking soda
1
Spoon, 1-ml
2
Containers, 1/2-liter
∆ 1
Container, 1-liter
•
Vinegar, 250-ml *
•
Food coloring, blue and green *
3
Sticky notes
•
Water *
•
 •
*
Paper towels *
Assessment sheet no. 7 called Performance Assessment:
Testing Liquids
Supplied by the teacher
 Use the duplication master to make copies.
∆
FOSS Measurement kit item
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
45
SUMMATIVE ASSESSMENT
GETTING READY
1. SCHEDULE THE ASSESSMENT
You may need to give the assessment in two sessions: one for the
performance item, and one for the multiple-choice/short-answer
and narrative items. Read through Steps 2 and 3 below before
deciding how you will proceed.
2. ADMINISTER THE PERFORMANCE ITEM
Individual Assessment. If you want students to work
individually, you can assess up to eight students at a time. Set up
eight identical stations for testing liquids around the room.
Students will need 10–15 minutes to complete the task and to fill in
the assessment sheet at the station. Send shi�s of students to the
stations until all have had a chance to complete the tasks. Students
waiting to take their turn at the performance task can be completing the multiple-choice/short-answer and narrative items, or
working on some other quiet activity.
No. 7—Assessment Sheet
Collaborative-Group Assessment. If you don’t have time for each
student to complete the performance task, have students work in
groups. A�er the group completes the task, each student fills in
his or her assessment sheet individually. The completed
assessment sheets should reflect each student’s learning.
3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER
AND NARRATIVE ITEMS
Assessment items in content areas such as science o�en require a
fairly high level of reading. If you feel that students will have a
difficult time reading the items on their own, you can read each
item and its possible answers (when appropriate) aloud. Have
students mark their answers and move on to the next item,
working together through the assessment, item by item.
4. COPY ASSESSMENT SHEETS
Make copies of the assessment masters provided a�er this folio.
Each student needs one set of assessment sheets nos. 7–17. Make a
copy of assessment chart no. 5 to record scores.
46
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
5. SET UP THE PERFORMANCE STATIONS
Set up stations for the performance task as suggested below.
•
Make enough Blue Marvel and Green Phantom juice for the
entire class. Each student should need only 5 ml of each
juice if the correct procedure is followed.
Juice
Recipe
Blue Marvel
200 ml vinegar + blue food coloring
Green Phantom
50 ml vinegar + 150 ml water
+ green food coloring
Testing-Liquids Station
•
Pour about 50 ml of Blue Marvel and Green Phantom juice
in separate labeled cups.
•
Fill the 1/2-liter container with water.
•
Place the 1-liter container at the station for liquid disposal.
BLUE MARVEL
GREEN PHANTOM
WATER
GARBAGE
BAKING SODA
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
47
SUMMATIVE ASSESSMENT
FOOD AND NUTRITION
END-OF-MODULE ASSESSMENT
SCORING GUIDES
Performance Assessment Item—Testing Liquids
Score
No. 7—Assessment Sheet
48
If the student...
4
concludes there is acid in Blue Marvel; explains the
acid-test procedure; reports that a reaction with Blue
Marvel forced the syringe plunger up; concludes there
is acid in Green Phantom but not as much, because
the plunger did not go up as high; recommends that
Willard’s mother not drink either juice, or drink small
amounts of Green Phantom since it has less acid
3
concludes there is acid in Blue Marvel but does not
explain procedure; reports evidence that the plunger
goes up, indicating a reaction between baking soda
and the juice; concludes there is acid in Green Phantom
because the plunger also goes up; recommends that
Willard’s mother not drink either juice, or drink small
amounts of Green Phantom since the results show it
has less acid
2
concludes there is acid in Blue Marvel and Green
Phantom; gives unclear explanation about how the
student knows; recommends that Willard’s mother not
drink either juice because both have acid
1
concludes there is no acid in one or both juices;
recommends both juices for Willard’s mother to drink
0
does not complete the task, or gives information that
has nothing to do with what was asked
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
Name ________________________________
Name
Name ____________________________________
____________________________________
Date ___________________________________
Date _____________________________________
Date _____________________________________
END-OF-MODULE
ASSESSMENT
for Food
and Nutrition
END-OF-MODULE
ASSESSMENT
for Food
and Nutrition
PERFORMANCE ASSESSMENT:
TESTING LIQUIDS
PERFORMANCE
PERFORMANCE ASSESSMENT:
ASSESSMENT: TESTING
TESTING LIQUIDS
LIQUIDS
Willard’s mother said that acid foods give her a stomach ache. When she saw two new
WW
illar
d’s
mother
said
that
acid
foods
give
her
When
juices
for sale
at the store,
bought
a bo�le
of each.
sheaaisstomachache.
not sure if they contain
illar
d’s
mother
saidshe
that
acid
foods
giveBut
her
stomachache.
When she
she saw
saw tt
juices
for
the
she
stor
bought
is
sur
ee she
if
contain
acid.
juices
for sale
sale at
ate,
e,
the
she
stor
bought aa bottle
bottle of
of each.
each. But
But
she
is not
not
sur
if they
they
contain
acid.
acid.
Directions: Use the materials on the table to
Directions:
Use the
materials
on the table to
Directions:
materials
test the juicesUse
to seethe
if they
have acid. on the table to
test
the
juices
to
see
if
they
test the juices to see if they have
have acid.
acid.
1. Is there acid in Blue Marvel juice?
1.
ther
ee acid
in
1. Is
Is
acidknow?
in Blue
Blue Marvel
Marvel juice?
juice?
Howther
do
you
How
do
you
know?
How do you know?
2. Is there acid in Green Phantom juice?
How do you know?
2.
ee acid
Gr
2. Is
Is ther
ther
acid in
ineen
een
Gr Phantom
Phantom juice?
juice?
How
do
you
know?
How do you know?
BLUE
MARVEL
BLUE
BLUE MARVEL
MARVEL
3. What recommendation would you make
to Willard’s mother about the two juices,
and why?
3.
e
3. What
What r
r
ecommendation
commendation would
would you
you make
make
to
W
illar
d’s
mother
about
the
two
to Willar
d’s mother about the two juices,
juices,
and
why?
and why?
GREEN
GREEN
PHANTOM
GREEN PHANTOM
PHANTOM
BAKING
SODA
BAKING SODA
FOSS Food and Nutrition Module
© The Regents of the University of California
Can be duplicated
for workshop or classroom use.
FOSS
FOSS Food
Food and
and Nutrition
Nutrition Module
Module
©© The
Regents
of
The Regents of the
the University
University of
of California
California
Can
be
duplicated
for
classroom
Can be duplicated for classroom or
or workshop
workshop use.
use.
Summative Assessment
No. 7–Assessment Sheet
WA Edition
Summative
SummativeAssessment
Assessment
No.
No. 7—Assessment
7—Assessment Sheet
Sheet
SUMMATIVE ASSESSMENT
MULTIPLE-CHOICE ITEMS
Score 1 point for each correct answer.
1. B
5. B
9. A
2. C
6. A
10. A
3. B
7. B
11. C
4. D
8. B
12. A
SHORT-ANSWER ITEMS
No. 8—Assessment Sheet
No. 9—Assessment Sheet
No. 10—Assessment Sheet
50
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
SHORT-ANSWER ITEMS
Short-Answer Item 13
Answers for the chart
Lunch item
Grams from
protein
Grams from
carbohydrate
Grams from
fat
hot dog and bun
8 X 4 = 32
2X4=8
16 X 9 = 144
potato chips
4 X 4 = 16
30 X 4 = 120
20 X 9 = 180
cola
0
36 X 4 - 144
0
Calories of
each nutrient
48
272
324
Total calories for lunch:
a.
644
Score 2 points if the student fills in the chart and correctly
calculates the number of calories for the lunch. Score 1 point if
the student makes no more than a few minor calculation errors.
No. 11—Assessment Sheet
b. Score 1 point if the student suggests reasonable substitutes that
reduce the total number of calories in the lunch.
c.
Score 1 point if the student suggests a reasonable substitute that
specifically reduces the calories from fat.
d. Score 2 points if the student makes choices from the chart and
correctly calculates the calories in the lunch. Score 1 point if the
student follows the process, but makes minor calculation errors.
No. 12—Assessment Sheet
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
51
SUMMATIVE ASSESSMENT
SHORT-ANSWER ITEM 14
Ingredient
Evidence
Sugar
Yeast
Carbon dioxide
Acid
Baking soda
Carbon dioxide
Fat
Brown paper
Grease marks
Indophenol
Color change
Vitamin C
No. 13—Assessment Sheet
Indicator
Score 2 points if all boxes are filled in correctly. Score 1 point if all but
one or two boxes are filled in correctly.
Short-Answer Item 15
a. Score 1 point if the spreads are in the order below.
The least fat :
The most fat:
Noleo
Mayo-Lite
Lo-Fat Ham
Tuna Delight
Spicy Spread
b. Score 1 point if the student explains that the order of the spreads
depends on the grease mark le� on the brown paper: the larger the
mark, the more the fat.
c. Score 1 point if the student writes that Tuna Delight is 20–30% fat.
d. Score 1 point if the student reports there is no fat in Noleo.
52
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
NARRATIVE ITEMS
Item 16 Testing Foods for Acid
Score
If the student...
4
explains that Monica and Raul have not designed a fair
experiment; says that what they did well was use the
same amount of baking soda in each bo�le; says that
they should use the same amount of each liquid and
indicator so they can tell which juices have more acid
than others.
3
explains that the students have not designed a fair
experiment; says that they controlled the amount of
baking soda but not the amount of liquid.
2
states that the students did not design a fair
experiment; gives no further details.
1
states that the students designed a fair experiment, so
no further guidelines are necessary.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
Item 17 Testing Foods for Acid and Sugar
Score
If the student...
4
explains that Paula is right; says that Vera should have
tested the food further because baking soda indicates
acid in food; explains that, to test for sugar, you must
follow a different procedure such as the one in the
module that uses yeast as an indicator.
3
explains that Paula is right; says that Vera should have
tested the food further because baking soda tests only
for acid.
2
states that Paula is right; gives no further explanation.
1
states that Vera is right, no further testing is needed.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
53
SUMMATIVE ASSESSMENT
Item 18 Testing Foods for Starch
Score
54
If the student...
4
writes that Sally put iodine on the foods because she
was using it as an indicator for starch; explains that
something usually happens when an indicator is used
to provide evidence that a food contains a nutrient;
concludes that the bread, rice, and potato all contain
starch, because they turned black when the indicator
was placed on them.
3
writes that Sally put iodine on the foods because she
was using it as an indicator for starch; includes no
further information about indicators; concludes that
bread, rice, and potato contain starch, because they
turned black.
2
writes that Sally put the iodine on the foods to test for
starch; concludes that the bread, rice, and potato
contain starch.
1
writes something about testing for starch; may
concludes that bread, rice, and potato contain starch;
gives an explanation that is unclear or has major misconceptions.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
Grade 5 Version
FULL OPTION
SCIENCE
SYSTEM
FULL
OPTION
SCIENCE
SYSTEM
WASHINGTON EDITION
ITEM 19 SUGAR-TEST PROCEDURE
The sugar-test procedure that students learned in this module includes
these steps.
a.
Test equal amounts of food (3-g samples).
b. Put the food sample into a zip bag.
c.
Add two 5-ml spoons of yeast to each bag.
d. Squirt 50 ml of warm water into the bag.
e.
Seal the bag most of the way across, lay it flat, and press out
all the air before completely sealing it.
f.
Put the sealed bag in a warm-water bath and wait several
minutes.
g. Put the bag into a volume tube to measure the amount of gas
produced.
h. Record the results.
i.
For each food item, repeat steps b - h two more times.
j.
Draw conclusions: the more gas produced, the more sugar
contained in the food.
Item 19 Sugar-Test Procedure
Score
If the student...
4
gives a reasonable recounting of the steps described
above; includes how the data will be collected or
recorded and how conclusions should be drawn.
3
gives a reasonable recounting of the steps described
above; does not tell exactly how data will be collected
or how conclusions should be drawn.
2
explains most of the steps described above.
1
explains only a few of the steps described above.
0
does not complete the task, or gives information that
has nothing to do with what was asked.
MAGNETISM
ELECTRICITY
FOOD ANDAND
NUTRITION
Grade 5 Version
55
GRADE 5 VERSION
FOOD AND NUTRITION BLUEPRINT
3-5 Grade Level Expectations (GLE) Assessment Opportunities
SYSTEMS
FORMATIVE
SUMMATIVE
15a, 15b
COMMENTS
Forms of Energy. Understand that
energy comes in many forms.
(GLE 1.1.4)
Inv. 1, Pt. 1
Human Body. Understand the
organization and function of human
body structures and organs and
how these structures and organs
interconnect. (GLE 1.2.8)
Inv. 1, Pt. 2
Inv. 4, Pt. 1
Important to cover in this module.
Conservation of Matter and
Energy. Understand that a
substance remains the same
substance when changing state.
Understand that two or more
substances can react to become
new substances. (GLE 1.3.3)
Inv. 3, Pt. 1
Important to cover in this module.
Life Processes and the Flow of
Matter and Energy. Understand
that living things need constant
energy and matter. (GLE 1.3.8)
Inv. 1, Pt. 1
Inv. 2, Pt. 1
Inv. 2, Pt. 2
Important to cover in this module.
Important to cover in this module.
INQUIRY
Planning and Conducting Safe
Investigations. Understand how to
plan and conduct simple
investigations following all safety
rules. (GLE 2.1.2)
Explaining. Understand how to
construct a reasonable
explanation using evidence. (GLE
2.1.3)
Evaluating Methods of
Investigation. Understand how to
make the results of scientific
investigations reliable. (GLE 2.2.4)
Inv. 1, Pt. 2
Inv. 2, Pt. 3
Inv. 3, Pt. 2, 3
Performance
Assessment
Assessed throughout grades in
inquiry projects.
Inv. 1, Pt. 2
Inv. 2, Pt. 2, 3
Inv. 3, Pt. 2
Inv. 4, Pt. 1
Performance
Assesment
Assessed throughout grades in
inquiry projects.
Inv. 3, Pt. 2
INQUIRY OR DESIGN PROJECT
Investigating Systems:
GLEs: 2.1.1—2.1.5 or
Designing Solutions:
GLEs 3.1.1—3.1.3
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Projects
The FOSS program was developed with
the support of National Science
Foundation grants Nos. MDR-8751727
and MDR-9150097. However, any
opinions, findings, conclusions, statements, and recommendations expressed
herein are those of the authors and do
not necessarily reflect the views of NSF.
Important to do one project per
module.
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